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ERIC Number: ED407659
Record Type: Non-Journal
Publication Date: 1997-Mar-14
Pages: 27
Abstractor: N/A
Reference Count: N/A
Who's Listening in the Classroom? A Research Paradigm.
Swanson, Charles H.
Effectiveness in teaching and learning depends primarily on listening. Curriculum studies reveal that inclusion of listening as a subject to be taught is rare. While listening may be included as a unit within elementary or secondary classrooms, no specific instruction can be confirmed. The vast majority of America's college students can and do graduate without any listening training. Research about listening remains a minuscule portion of the research produced in the United States. Current research on listening, especially listening in the classroom, reveals a sense of idiosyncrasy: topics appear determined almost by chance. Teachers need to be trained in how to listen as well as in how to teach listening. While listening is an essential factor in classroom learning, few studies have examined that skill. In spite of the general lack of concern for classroom listening, efforts are being made to identify competencies of listening. The need and opportunity to study listening in the classroom are great. Possible research and instructional projects include: (1) demonstrate that students can be taught to listen effectively and that instruction will significantly improve instruction; (2) show that poor listening is a major cause in the exit of students prior to completing their programs; (3) prove that students who get better grades are not smarter--they listen better; (4) develop techniques and strategies for assessing student listening; (5) develop listening as a creative and critical part of thinking; and (6) clarify the role of listening in project learning or team projects. (Contains 82 references.) (RS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A